Technostress of students during COVID-19 - a sign of the time?

University students are considered digital natives but they often have difficulties in the effective integration of information technology (IT) into their study routine. To unravel this puzzle we proposed a model of IT effects on students' well-being, based on the Job Demands-Resources theory, one of the most widely used models of human well-being in organizational contexts. We described three processes affecting students’ well-being. A techno-stress process generates strain via an increase in study demands. A techno-enrichment process sparks motivation through the creation of energizing study techno-resources. A dual-nature techno-challenge process sparks motivation but also creates strain. Our elaboration might help to reconcile conflicting findings on the role of IT in remote learning and contribute to a better understanding of the effect of IT on students. The proposed theoretical model might also spark further empirical research and provide guidelines for research on IT use in university learning

Remote Learning: Impacting the Future of Education

The Coronavirus-19 pandemic impacted society as well as multiple industries, including education. This qualitative research project aims to explore the perceptions of faculty in a small, Midwestern, private K-12 Christian school during the school shutdowns and subsequent remote learning time period from March 2020 to June 2020. Additionally, this research project aims to increase the awareness of the changing needs of students, educators, and families as well as facilitating the needed adjustments to trainings, planning, and resources for future remote learning sessions. The data for this case study was collected through semi-structured interviews at one school building with six faculty participants. In order to understand the impact of school closures on the analyzing and reporting of academic achievement, skill development, and social development, the remote learning setting was examined. Barriers to each impacted area were identified to have a direct correlation to accessibility of devices, connectivity to Internet, and personal connections. Other themes include outlying factors related to specific devices or applications as well as family support. These findings support previous studies indicating the need for specific plans and trainings to be developed for schools and teachers in order to foster education to best support students regardless of the location of the class

The Relationship Between Perceived Occupational Stress, Gender, Education, and Job Skill Level

AbstractOccupational stress is a common problem among workers, and it may have implications for productivity, job satisfaction, and employee wellness. The purpose of this study was to explore different skill levels related to perceived occupational stress and whether gender and education influence it. Publicly available secondary data for this study came from the Public Library of Science at-risk and intervention thresholds of occupational stress using a Perceived Stress Scale 14 survey from June 2017. The 500 participants in the secondary data were a random sample of workers from five occupational health centers recruited during annual work medical examinations. Findings indicated that there were not significant correlations between gender and professional roles, indicating that professional roles and sex did not collectively explain a significant proportion of variation in perceived occupational stress. Additionally, there were significant relationships between all levels of education and professional roles, such that there were significant positive relationships between skilled workers and having a bachelor’s degree, midlevel workers and having a bachelor’s degree, unskilled workers and having a high school diploma, and senior executives and having a master’s degree. The findings of this study promote positive social change by encouraging organizations to improve current work practices to increase the available training programs for employees to better understand and cope with occupational stress, which may promote higher productivity and greater satisfaction with work

International Academic Symposium of Social Science 2022

This conference proceedings gathers work and research presented at the International Academic Symposium of Social Science 2022 (IASSC2022) held on July 3, 2022, in Kota Bharu, Kelantan, Malaysia. The conference was jointly organized by the Faculty of Information Management of Universiti Teknologi MARA Kelantan Branch, Malaysia; University of Malaya, Malaysia; Universitas Pembangunan Nasional Veteran Jakarta, Indonesia; Universitas Ngudi Waluyo, Indonesia; Camarines Sur Polytechnic Colleges, Philippines; and UCSI University, Malaysia. Featuring experienced keynote speakers from Malaysia, Australia, and England, this proceeding provides an opportunity for researchers, postgraduate students, and industry practitioners to gain knowledge and understanding of advanced topics concerning digital transformations in the perspective of the social sciences and information systems, focusing on issues, challenges, impacts, and theoretical foundations. This conference proceedings will assist in shaping the future of the academy and industry by compiling state-of-the-art works and future trends in the digital transformation of the social sciences and the field of information systems. It is also considered an interactive platform that enables academicians, practitioners and students from various institutions and industries to collaborate

Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education.

The worldwide imposed lockdowns forced schools and universities to digitise conventional teaching in a very short time and to convert teaching and learning formats partially or completely to Distance Learning. The changes in everyday teaching brought by Distance Learning were felt worldwide. With 22 double blind peerreviewed articles of researchers reporting on 17 different countries, the editors of this book want to shed light on the effects of Distance Learning in different regions of the world. This will allow for a value-free comparison of how the COVID-19 pandemic has been addressed in education in different parts of the world and what impacts it has had, is having or may have in the future

E-Learning and Digital Education in the Twenty-First Century

E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the process of learning and education has become more self-paced and accessible at any time from anywhere. The new generations of digital natives are growing up with a set of skills through their engagement with the digital world. In this context, this book includes a collection of chapters to facilitate continuous improvements including flexibility and accessibility in e-learning and digital education by exploring the challenges and opportunities of innovative approaches through the lenses of current theories, policies, and practices